VOlUME 05 ISSUE 12 DECEMBER 2022
1Nita Hernaya,2Abdul Razak
1,2Master of Biology Education, Padang State University, Padang, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v5-i12-41Google Scholar Download Pdf
ABSTRACT
The observation results show that students' critical thinking skills are still low. This is due to low learning activity, lack of teacher innovation, teachers do not pay attention to initial abilities and conventional learning. Efforts that can be made to overcome this problem are by using the Contextual Teaching and Learning (CTL) learning model. The purpose of this study was to see the effect of the CTL model and initial abilities on students' critical thinking skills in science learning. This research is a quasi-experimental research. The research population was students of class VII MTsN 2 Kerinci. The sample was taken by purposive sampling, so class VIId was the control class and class VIIc was the experimental class. Data analysis on hypothesis testing was carried out using two-way ANOVA. The research results obtained were (1) The average value of critical thinking skills in the experimental class was 78.02 with high criteria while the control class was 67.60 with moderate criteria. (2) The value of students' critical thinking skills with high initial abilities in the experimental class was 83.96 with very high criteria while the control class was 72.12 with high criteria. (3) The value of critical thinking skills of students with low initial abilities in the experimental class was 72.08 with high criteria while the control class was 62.08 with low criteria. (4) There is no interaction between the CTL learning model and students' initial abilities in influencing students' critical thinking skills.
KEYWORDS:CTL, Initial Ability, Critical Thinking Skills, Science
REFERENCES
1) Alberida, H., & Barlian, E. (2019, October). Enhancing student’s science process skills through problem solving model: an effectiveness study. In Journal of Physics: Conference Series (Vol. 1317, No. 1, p. 012181). IOP Publishing.
2) Ali, M. 2004. Penelitian Pendidikan, Proses dan Strategis. Bandung: Anglkasa.
3) Amallia, Y. R., dan Advinda, L. 2020. Biology Learning Resource Design Based on Guided Inquiry. In International
4) Antika, M. 2019. Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) terhadap Keterampilan Berpikir Kritis Siswa pada Materi Usaha dan Energi di SMA Negeri 2 Oku. Unpublished Dissertation. UIN Raden Fatah Palembang.
5) Berns, R. G., & Erickson, P. M. (2001). Contextual teaching and learning: Preparing students for the new economy (Vol. 5). Columbus, OH: National Dissemination Center for Careerand Technical Education.
6) Davis, R., H. Lawerence, T. Alexander, T. Alexander, dan S.L. Yelon. 1974. Learning System Design an Ap-proach to the Improvement of Instruction. New York: McGraw Hill Book Co.
7) De Cecco, J. P. 1968. The psychology of learning and instruction: Educational psychology.
8) Destria, A. H., (2019). Penggunaan Contextual Teaching And Learning (CTL) untuk Mengembangkan Keterampilan Abad Ke 21(4Cs) Siswa SMA. Dissertation. FKIPUNPAS.
9) Erda, V., Razak, A., & Sumarmin, R. (2018). The Effect of Model Problem Based Learning of Learning Outcomes Student Course on Animal Ecology Based on Learning Styles. International Journal of Progressive Sciences and Technologies, 538(2), 533-538.
10) Fitria, J. 2020. Pengaruh Model Pembelajaran Question Students Have dengan Memperhatikan Kemampuan Awal terhadap Kompetensi Peserta Didik Kelas X SMAN 4 Kerinci. Tesis. Universistas Negeri Padang.
11) Fitriyanti, W., Isnaeni, W., & Linuwih, S. (2019). Effects of CTL with Simeli on Cognitive Learning Outcomes, and Inter-Intrapersonal Skills. Journal of Primary Education, 8(8), 166-172.
12) Irawati, R. K. 2015. The Effect of Problem Solving and Problem Posing Models and Innate Ability to Students Achievement. Jurnal Pendidikan Sains 2(4), 184-192.
13) King, F.J., Goodson, L., M.S., dan Rohani, F., 2010, Higher Order Thinking Skills. Assessment dan Evaluation Educational Service Program.
14) Moeloek, A. F., Wirakartakusumah., Indrayanto., Gunawan., Indrajit., Jamna, dan Sairin. (2010). Paradigma Pendidikan Nasional Abad XXI. Jakarta: BNSP.
15) Oktavian, R., & Aldya, R. F. (2020). Efektivitas Pembelajaran Daring Terintegrasi di Era Pendidikan 4.0. Didaktis: Jurnal Pendidikan Dan Ilmu Pengetahuan,20(2),129–135. https://doi.org/10.30651/didaktis.v20i2.4763.
16) Rahmi, A., dan Suparman, S. 2019. Analisis Kebutuhan Modul Dengan Pendekatan CTL untuk Meningkatkan Motivasi Belajar dan Keterampilan 4C pada Peserta Didik. Prosiding Sendika, 5(1).
17) Rahmi, Y. L., & Alberida, H. (2017). Improving students’ higher order thinking skills through portfolio assessment on biology curriculum and textbook analysis course. Bioeducation Journal, 1(1), 22-33.
18) Ramalisa, Y. 2013. Proses Berpikir Kritis Siswa SMA Tipe Kepribadian Thinking dalam Memecahkan Masalah Matematika. Edumatica, 03(01), 42– 47.
19) Razak, A., Santosa, T. A., Lufri, L., & Zulyusri, Z. (2021). Meta-Analisis: Pengaruh Soal HOTS (Higher Order Thinking Skill) Terhadap Kemampuan Literasi Sains dan Lesson Study Siswa Pada Materi Ekologi dan Lingkungan Pada Masa Pandemi Covid-19. Bioedusiana: Jurnal Pendidikan Biologi, 6(1), 79-87.
20) Rando, A. R. 2016. Pengembangan perangkat pembelajaran dalam implementasi strategi contextual teaching learning untuk meningkatkan hasil belajar ips pokok bahasan perkembangan teknologi pada siswa kelas IV SD. JP (Jurnal Pendidikan): Teori dan Praktik, 1(1), 1-12.
21) Sagala, S. 2010. Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
22) Setyaningsih, D. T., dan Abadi, M. A. 2018. Keefektifan PBL Seting Kolaboratif Ditinjau dari Prestasi Belajar Aljabar, Kemampuan Berpikir Kritis, dan Kecemasan Siswa. Jurnal Riset Pendidikan Matematika 5 (2), 190-200.
23) Shantia, E., & Lufri, L. (2021). The Influence of Contextual Teaching and Learning (CTL) Learning Model on 21st Century Skills of Students in Class X Biology Learning. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(11), 1792-1797.
24) Sopranda, K.W dan Chatri, M. 2020. The Effect of Model Problem Based Learning on the Critical Thinking Ability of Students in Class X MAN 1 Padang. International Journal of Progressive Sciences and Technologies (IJPSAT). Vol. 22 No. 1 August 2020, pp. 35-39.
25) Sugiyanto. 2007. Model-model Pembelajaran Inovatif. Surakarta: Panitia Sertifikasi Guru Rayon 13.
26) Syamsurizal., Epinur, E., & Marzelina, D. 2014. Pengembangan lembar kerja peserta didik (LKPD) non eksperimen untuk materi kesetimbangan kimia kelas XI IPA SMA N 8 Muaro Jambi. Journal of The Indonesian Society of Integrated Chemistry (On Progress), 6(2), 35-42.
27) Wahyuni, dan Razak, A . 2021. Effects of REACT (Relating, Experiencing, Applying, Cooperating and Transferring) Learning Model Critical Thinking Skills and Creativity Skills of Millennial Students in High School. International Journal of Social Science And Human Research, 4 (12).
28) Wulandari, R., Anita, A. and Perdanasari, A. 2019. Model CTL Berbasis Kearifan Lokal Untuk Mendorong Keterampilan Berpikir Kritis Abad 21. The 9th University Research Colloqium (Urecol), 9(5).
29) Zaenab, N., Razak, A., & Anhar, A. 2015. Penerapan Model Inkuiri Terstruktur Berbantuan LKPD untuk Meningkatkan Aktivitas dan Kompetensi Belajar Peserta Didik pada Pembelajaran Ipa Kls VIII A SMPN 4 Tandun Rokan Hulu. Kolaboratif, 2(2).
30) Zulhilyah. (2013). Pengaruh Metode Pembelajaran Creative Problem Solving terhadap Keterampilan Berpikir Kreatif dan Komunikasi dalam Pembelajaran IPS. Retrieved from repositori.upi.edu